SOCIAL STUDIES

CURRICULUM GUIDE
GRADE 8
 ACKNOWLEDGEMENTS

The following persons were involved in writing and reviewing the Grade 8 Social Studies

Curriculum Guide.

Darsanram Itwaru Former Senior Subject Specialist (S.S.R.P)

Yvonne Marks Former Subject Specialist (S.S.R.P)
Celnar Pollard Former Subject Specialist (S.S.R.P)
Philip Kartick Senior Subject Specialist (S.S.R.P)
Brenda Garrett Subject Specialist (S.S.R.P)
Norma Stephney Subject Specialist (S.S.R.P)

i
 FOREWORD

It is acknowledged that thorough planning is essential for effective teaching and learning. Such planning is even more
critical today when one considers the limited resources, both human and material which are available.

The Ministry of Education, through the Secondary School Reform Project (SSRP), has developed curriculum materials
that have been designed to improve the quality, equity and efficiency of secondary education. The curriculum materials
include Grades 7-9 Curriculum Guides and Teachers Guides for Language, Mathematics, Science, Social Studies,
Reading and Practical Activities Guides for Science. These materials have been tested in all secondary-age schools
nationwide and are considered useful in providing teachers with a common curriculum framework for planning,
monitoring and evaluating the quality of teaching and learning. The curriculum materials also provide a basis for
continuous student assessment leading to the National Third Form Examination (NTFE).

The initial draft curriculum materials have been subjected to evaluation, by Heads of Departments, from all ten
Administrative Regions and Georgetown and they have been subsequently revised to reflect the views expressed by
teachers.

The revised curriculum materials are now published as National Curriculum documents to provide consistency and
support for teachers in the process of planning for an effective delivery of the curriculum. All secondary teachers must
ensure that they make good use of these curriculum materials so that the quality of teaching and learning can be improved
in all schools.

Ed Caesar
Chief Education Officer.

ii
 PREFACE

This is the Revised Curriculum Guide for Grade 8. This document fulfils the objective of making
Social Studies accessible to all at Grade 8. Hence teachers of Grade 8 students should make a
conscious effort to see how best they could utilize the ideas contained to plan for instruction. This
document can serve as a focal point for departmental and regional subject committee meetings, where
methodologies and strategies for both teaching and assessing are deliberated on. Lessons should be
delivered in an environment in which there is opportunity for active and creative participation by both
students and teacher. This Guide has a direct focus on an integrated approach to curriculum delivery,
in which the teacher is not unduly restricted by the subject content. The students total development as
a person should be of foremost concern to the teacher.

In the curriculum process, feedback is a necessary condition for change and improvement, and I would
urge all of our Social Studies teachers to provide such feedback to the curriculum staff as they visit to
provide support that will enhance your classroom teaching.

Mohandatt Goolsarran
Head, Curriculum Development and Implementation Unit
National Centre for Educational Resource Development (N.C.E.R.D.)
March, 2002.

iii
 CONTENTS

UNIT PAGE

1 Rules and Responsibilities 1

1.1 Rules and responsibilities at the work place
1.2 Cultural diversities in our society and social contr

2 A Glimpse of our History 4

2.1 Government
2.2 National Leaders
2.3 Forts and Monuments
2.4 Co-operative Movement

3 People in our Community 9

3.1 Communities in Guyana
3.2 The Administrative Regions of Guyana

4 Development in our Community 12

4.1 Mineral Resources
4.2 Human Resources

5 Health and Well-being 15

5.1 Good Health Practices
5.2 Growth and Development
5.3 Sexually Transmitted Diseases

iv
UNIT PAGE

6 Weather and Climate 18

6.1 The Elements of Weather
6.2 Weather and Climatic Changes

(v)
 UNIT 1: RULES AND RESPONSIBILITIES

Learning Objectives Activities/ Areas of

Topic Skills Knowledge Understanding Attitude Content Materials/ Evaluation Integration
Strategies

1.1 RULES
AND
RESPON-
SIBILITIES
AT THE
WORK
PLACE
Collect State the Explain why Appre - Duty of the workers: Role- playing Can Expressive
Roles and informa - duties of the workers must ciate that They must work efficiently. workers. students Arts-
duties of tion on workers. observe safety work They must arrive at work on time. Visiting the explain the drama -
the employ- workers. State the rules. ethics They must work diligently. work site to duties of the role play.
ees roles of the Explain the must be Roles: They must take an interest in interview workers?
workers. responsibilities followed. their work. workers.
workers must They must demonstrate
display. responsibilitiy.
Understand that
employers as
well as
employees have
responsibilities.

Roles and Collect State the Explain the roles Respect The employers are responsible for Role-playing a Can the Principles of
duties of informa - duties of of the the decis- the protection and safety of the scene students Business-
the tion on employers. employers. ions of workers on the work site. between an role- play a employ-
employers employ- Understand that those in They should ensure that there are employer and work -site ment.
at the work ers. employers are authority. adequate facilities and amenities a worker. situation?
place the persons in available.
authority. They must treat the workers with
respect.

1
 Learning Objectives Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Content Materials/ Evaluation Integration
Strategies
Trade Re- Identify trade Explain why Appre - The trade unions are the legal Researching Can Career
Unions search unions. workers should ciate the representatives of the workers. When the work of students Education
infor- Describe the join a trade work of there are problems, the trade unions Hubert explain the and
mation functions of union. the trade must be consulted. Nathaniel steps which Guidance-
on trade trade unions. Understand that union The TUC is the governing body of all Critchlow. the workers jobs.
unions. trade unions represen- the trade unions. Reading can take Principles of
have a right to tatives. Some trade unions in Guyana clippings from when there Business-
represent the are:GAWU, GTU and PSU. the is a problem employ-
workers. newspaper. at the work ment.
place?
1.2
CULTUR-
AL
DIVERSI-
TIES IN
OUR
SOCIETY
AND Sociology-
SOCIAL norms in
CONTROL Describe Explain why Appre - Norms are broad categories of Collecting Can
society
actions/ these forms of ciate that unwritten rules. These are passed on information students
Language
Norms in behaviours behaviour have each from one generation to the next. from explain
Arts-
society which are developed. commun- Examples of norms are : members of actions/be-
reading and
and social considered Understand that ity may Children must not leave home without the society. haviours
discussion
control Observ- as norms. ways of social develop their parents' permission. Observing which are
ing and control can be its own Persons must speak softly at all norms in considered
illustrat- developed by a form of times. action. norms in
ing group. social society?
norms. control.

2
 Learning Objectives Activities/

Topic Skills Knowledge Understanding Attitude Content Materials/ Evaluation Areas of

Strategies Integration
Folk-ways Identify Describe Explain the Show Folkways are cultural traditions that Observing Can the Expressive
in society folk- behaviours importance of respect are observed by members of a events in the students Arts-
ways in which are religious for other society e.g. religious celebrations, community. prepare a drama.
society. considered traditions persons' funeral rites, weddings and birthday Collecting booklet on
as folkways. Understand that folk celebrations. information. folkways?
religion and customs. Dramatising Can the
customs have an event. students
played explain the
important roles signifi-
in shaping our cance of a
lives. religious
celebration?

Mores Identify Describe Explain why Be Mores:A group of norms which deal Observing Can the Religious
accept- behaviours people behave prepared with moral behaviour e.g. obscene behaviour in students and Moral
able and which are in certain ways to language and pre-marital sex. the society read case Education-
unaccept- displayed in at times . conform and indicate studies and behaviour
able society. Explain what can with the those that are evaluate
behav- happen to a rules in considered as behaviours
iours. person who society. mores. cited?
disregards
others.
Understand that
a standard of
behaviour is
important in
society.

3
 UNIT 2: A GLIMPSE OF OUR HISTORY

Learning Objectives Activities/ Areas of

Topic Skills Knowledge Understanding Attitude Content Materials/ Evaluation Integration
Strategies
2.1
GOVERN-
MENT
Draw a Describe Explain why a Appre - The functions of different arms of the Visiting a Can Language
The diagram how Govern- government is ciate the government. Ministry or a students Arts-
functions of the ment necessary. work Legislative : Responsible for the Regional explain the discussion.
of Govern- organisat- organises its Differentiate done by making of laws Office in the main
ment ional work. between Local all Executive: Responsible for making community to functions of
structure Government and political policies and giving directions. find out how it Govern-
of Central institut - The Executive carries out the duties contributes to ment?
Govern- Government. ions. of government with the help of the development
ment. Understand that Display ministers and the public servants. in the country
a Government national- Judicial : Responsible for interpreting or community.
works in the istic the laws and for protecting the
interest of all feelings citizens through the courts and the
citizens. for the police force.
Understand that country. Local Government and Central
a Government is Government.
necessary for The ten Administrative Regions.
the orderly
development of
society.

4
 Learning Objectives Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Content Materials/ Evaluation Integration
Strategies
The Draw Describe the Compare the Be aware Proportional Representation : Role-playing Can the Language
Electoral tables to electoral two systems of the In this system the number of seats is mock students Arts -
Systems of illustrate system which have been attempts determined by the proportion of elections. explain the oral and
Guyana mock which is used in Guyana to reform votes obtained . Interpreting main written
elections. used at Understand that the The First Past the Post System: elections differences expres -
present in no system can system In this system the candidate or the results. between the sions.
Guyana. satisfy every that is party that obtains the highest number two Mathemat-
individual in the being of votes in a constituency obtains the systems? ics-
country. used seat in Parliament. calculation
of seats
.
2.2 Observe Identify Compare the Acknowl- Political Leaders: The President, the Dramatising Can the Language
NATION- and note political duties of political edge the Prime Minister, other members of the the role of students Arts-
AL LEAD- persons leaders in leaders. impor- Cabinet, Leaders of the Minority different present a discussion
ERS who are the present Understand that tance of Parties. leaders. profile of a on the
leaders. government the government the work Some of the members of Parliament named political
The role of Re- State the is made up of of are not elected. These are non political leaders.
political search duties of parliamentar- persons elected members or technocrats. leader?
leaders informat- these ians who come who are Sometimes non elected members are Drama -
ion on leaders. from the Ruling in the appointed as ministers. role-play.
political Party as well as govern-
leaders. the Opposition. ment.

5
 Learning Objectives Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Content Materials/ Evaluation Integration
Strategies
Other Re- State the Explain the Appre - Latchmie Kallicharran-Social Work Interviewing Can Language
leaders in search qualities of a importance of cate the Carl Hooper-Sports and games national students Arts -
the informa - good leader. the work of contribut- Lynette Dolphin-Music leaders. identify a discussing
country tion on Identify these leaders. ions of Qualities of a good leader e.g. loyalty, Reading national and
other leaders and Explain how the these dedication and impartiality. newspaper leader and describing
leaders describe qualities of good leaders. articles on show his/her the work of
in the their leadership can Follow national contribut- leaders.
country. contribut- be applied to the leaders. ion to Discussing
Write a ions to the situations. commit- Discussing in national the qualities
profile of develop- ment and small groups. develop- of a good
a ment of Understand that dedica - ment? leader.
national Guyana. all Guyanese tion of Can
leader. have a these students
responsibility to leaders. explain why
contribute to the leaders
development of must display
the country. good
qualities?

Understand that
a high level of
commitment is
necessary for
leadership.

6
 Learning Objectives Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Content Materials/ Evaluation Integration
Strategies
2.3
FORTS
AND Read Describe Explain the Apprec- Monuments : Visiting sites. Can Art and
MONU- and forts in significance of iate that Statue of Critchlow, Damon's Cross, Preparing students Craft-
MENTS record Guyana. forts and forts and Non Aligned Movement, Cenotaph folders to describe preparation
informa- monuments in monu- and Queen Victoria Statue. These highlight the these forts of folders.
Forts and tion Guyana. ments monuments are representations of importance of and monu- Preparation
monu- about Explain how have important personalities in our history. these forts ments? of models.
ments in forts. forts were used historical Forts: and Can they Language
Guyana Locate for the defence signifi- Zeelandia, Kyk-over -al and monuments. write a short Arts -
these on of the early cance Nassau. Researching composition composi -
a map settlements. and documents on tion writing.
should be /findings on "The
preserv- forts and importance
ed. monuments. of forts and
Clay monu-
modelling. ments?"

2.4
CO-OP- Re- State the Explain the Appre - The benefits of the society: Visiting a Can Language
ERATIVE search main objec- benefits to ciate the To encourage pupils to save money society and students Arts -
MOVE- informat- tives of the members. benefits regularly and to acquire the habit of interviewing explain the reading and
MENT ion on School Co- of the co- thrift . members objectives of discussing.
the operative operative To teach pupils how to use money Reading New the society? Business
The School Thrift society. carefully. Horizons in Education-
School Co- Co- Society. Demon- To make young people realise the Social Studies discussion-
operative operative strate co- value of co-operation Chapter 4 - the value of
Thrift operation Main Objectives: Bk. 2. money.
Thrift
Society. . To encourage the habit of thrift; Preparing a
Society
To provide practical lessons in ledger
Arithmetic and Accounts.

7
 Learning Objectives Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Content Materials/ Evaluation Integration
Strategies
Forming a Locate State the Understand that Show a Steps:Meeting of students and Discussing the Are the Language
School Co- informat- main stages membership is willing- teachers to discuss the objectives formation of students Arts-
operative ion on in the open to every ness to and benefits of the society. the society. willing to reading and
Thrift the formation of student of the join the Discussion with parents to obtain Interviewing form a discussing
Society formation a co- school. society. their approval. the Co-oper- school co- Role-play-
of a co- operative Meeting with the Schools' Co- ative Officer. operative The School
operative society. operative Thrift Officer for information Reading of society ? Co-
society. on how to register the society. text" Living in Have the operative
Co-operation " students Society.
Handbook on displayed a
Co-operatives spirit of co-
No. 1 by operat ion?
S. Cort and
A. Fenty.

Types of Calcu - Describe Differentiate Appre - There are two types of savings: Researching Can Language
savings late each type of between the two ciate that Ordinary Savings are withdrawn when information on students Arts -
interest saving. types of savings. there is a the student leaves school. The types of different- reading and
on Explain why it is need to money can be used for higher savings. iate between discussion
money important to save for education or for launching a career. Discussing in the two Mathema -
saved. have both types emergen- Special savings can be withdrawn in small groups types of tics-
of savings. cies. times of emergencies. the benefits of savings? calculating.
Develop each type of
the habit savings.
of thrift. Talk by a
resource
person e.g. an
executive
member of the
society.

8
 UNIT 3: PEOPLE IN OUR COMMUNITY

Activities/
Learning Objectives Areas of
Topic Content Materials/ Evaluation
Skills Knowledge Understanding Attitude Integration
Strategies

3.1
COMMUNI Locate Identify the Explain why the Appre - Guyanese living in the various Reading Can Agricultural
TIES IN communi- different economic ciate why geographical areas(natural regions) information on students Science-
GUYANA ties in geograph- activities of people pursue economic activities related to the geographi- show /insert features of
People live different ical regions people differ in decide to the available resources of those cal areas of the the soil.
in different geo- in Guyana. relation to the settle in regions. Guyana. geograph-
geo- graphical geographical different The Low Coastal Plain. Matching ical areas of
graphical regions. area in which geo- The Sand and Clay Region-sand and economic Guyana on a
regions they live. graphical loam- bauxite mining and forestry. activities with map?
regions. geographical
(Natural
regions.
Regions)
Locate Describe the Understand that Show a The Highland Region-mountainous - Extracting Can Environ-
Communi- on a map physical each willing- gold and diamond mining and information students mental and
ties in the features and geographical ness to forestry. from a map. insert on a Health
different geogra- natural area has con- Researching map, the Sciences-
geograph- phical resources of particular natural serve the The Rupununi Savannahs - grassland information on specific the
ical region in that resources. physical - cattle ranching. the resources areas where importance
regions. which geographic- environ- found in the they live? of and the
your al region. ment. The Natural Regions have been natural region Can they need to
commun- determined mainly by the climatic and in which you explain why conserve
ity is physical features. live. certain the environ-
found. Describing the economic ment.
The economic activities of the region economic activities are
in which you live. activities that important
are pursued in there?
the use of the
resources.

9
 Learning Objectives Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Content Materials/ Evaluation Integration
Strategies
Reasons Locate List reasons Categorise the Appre - Social and economic reasons why Interviewing Can Sociology -
for settling settle- why people reasons given ciate that people migrate from one region to persons in students persons'
in various ments in settle in into Social and persons another e.g. In search of different explain why preferences
geograph- different different Economic may have employment, educational geographical persons live for living in
ical areas. regions geographi- groups different opportunities for children and better areas to find in each certain
cal areas. Explain why reasons recreational facilities. out why they geograph- areas.
persons may for have decided ical area?
prefer to live in settling in to live there.
one an area.
geographical
area and not in
another.
3.2
THE
ADMINIS- Locate Name the Explain how Appre - The purpose of the system is to Inserting the Can Language
TRATIVE on a map ten adminis- regional ciate and encourage persons in each region or ten students Arts -
REGIONS of trative divisions can respect small community to take a great administrative locate and oral
OF Guyana, regions of facilitate better the interest in their own affairs. The regions on an name the expression.
GUYANA the Guyana. administration political various sub-divisions facilitate this outline map of ten
positions and supervision measur- objective. Guyana. administra-
The of the ten in Guyana. es put in Collecting tive regions
purpose of adminis- place to information on of Guyana?
trative ensure the
the
regions. better importance of
Adminis-
supervis- each region.
trative
ion of the
system
country.

10
 Learning Objectives Content Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Materials
Evaluation Integration
Strategies
The differ- Insert State the Explain the Appre - The four natural regions of Guyana. Using different Can Language
ences the differences differences ciate that The ten administrative regions of coloured students Arts-
between geograph between the between the two in spite of Guyana: markers to differentiate reading and
the ical two divisions. divisions. differ- Region 1 Barima -Waini insert the between the discussion.
geograph- regions Understand that ences, Region 2 Pomeroon -Supenaam geographical geographi -
ical as well the geographical the two Region 3 Essequibo Islands-West and the cal regions
regions as the areas regions Demerara administrative (natural
and the adminis- are inter-
adminis- trative are natural related. Region 4 Demerara-Mahaica regions on a regions) and
trative regions regions while the Region 5 Mahaica-Berbice blank map of the adminis-
regions. on an administrative Region 6 East Berbice -Corentyne Guyana trative
outline regions have Region 7 Cuyuni -Mazaruni regions?
map of been created for Region 8 Potaro-Siparuni
Guyana. political Region 9 Upper Takutu-Upper
supervision. Essequibo
Region 10 Upper Demerara-Berbice

11
 UNIT 4: DEVELOPMENT IN OUR COMMUNITY

Learning Objectives Activities/ Areas of

Topic Skills Knowledge Understanding Attitude Content Materials Evaluation Integration

Mathema-
4.1 Recog- These minerals bring in revenue for Using a map Can the tics -
MINERAL Locate Describe the Explain the nise the the country. When these are exported of Guyana to, students statistics.
RESOURC- on a map mining economic dangers foreign exchange is earned. Bauxite locate places interpret
ES where operations. importance of that the is responsible for about 7.2% (1999) where the graphs with
these are these minerals. miners of the foreign exchange earned. One minerals are production
mined. have to of the major gold mining companies mined. figures?
Gold, Collect face. is Omai Gold Mines Ltd. This Extracting
Diamond informa - company exports the product. data from the
and tion on Gold and diamond can be Bank of
produc - manufactured into expensive Guyana
Bauxite
tion and jewellery. Reports.
place on Often where these minerals are Making a
a graph. mined small settlements have model of a
developed. Mahdia, Kamarang and mine.
Omai are settlements associated with Exhibiting
the gold and diamond industry. photographs.

There are some minerals which can Studying a Art and

Semi- Identify State the Understand that Appre - be considered as semi-precious. geological Can the Craft-
precious semi- uses of these minerals ciate the These are highly valued for the map of students making a
minerals precious these can also be of value of making of craft pieces/ornament. Guyana. explain the model of a
stones. minerals. economic these Some of the semi-precious minerals Collecting importance mine.
importance. minerals. are quartz, opal and black pearl. samples of of these
these minerals?
minerals.

12
 Learning Objectives Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Content Materials/ Evaluation Integration
Strategies
Visiting the
museum or a
craftshop.

4.2 Collect Describe the Compare the Recogn- Population distribution in Guyana. Collecting Can the Career
HUMAN RE-informa - population population ise the A large percentage of the population information students Guidance-
SOURCES tion on distribution in characteristics of worth of lives on the coastland of Guyana . from the explain why job location.
the Guyana a developing every Developing countries tend to have a text/census certain
charact- State the country with that class of young population. report . areas in
Populat- eristics of main of a developed worker. Many workers in Guyana have not Collecting Guyana are
ion as a a popula - character- one. been trained for industry. information not densely
labour tion. istics of the Appreciate the Appre - from the populated?
force Display population in work of ciate the community.
and Guyana. everyone. work of
interpret everyone.
data.

Human Collect State specific Explain why Recog- Education and training are necessary Observing Can the Career
Resource data by training/ education and nise the to help develop the knowledge and people at work students Guidance-
Develop- using a skills which training are skill of skills of all workers. Some jobs and noting the identify the job
ment and question- are needed necessary for each require specialised training. skills which skills which selection.
Education naire. for specific human resource person. are are
List jobs. development. necessary. necessary
special List special Understand that for jobs
subjects subjects that proficiency in a which are
that are are taught in job can be available in
taught in school. developed. the
school. community?

13
 Learning Objectives Activities/ Areas of
Topic Skills Knowledge Understanding Attitude Content Materials/ Evaluation Integration
Strategies
Health and Categor- Describe Explain how Develop The residents of a country must be in Making a Can the Integrated
its effects ise common some healthy a healthy state in order to make full survey in the students Science -
on human illnesses ailments. sicknesses can habits. use of the amenities and facilities in community. identify health care.
resource which are be caught or the country. health
develop- prevalent spread. Persons who are periodically ill can institutions
ment in the Explain the way cause a strain on the financial and
commun- in which illness resources of a country. describe the
ity. can affect health care
human resource that is
development. provided?

Migration Collect Describe Explain the way Recog- Many persons are attracted to the Interpreting Can the Principles of
and its data and migration in which nise that developed countries because of the information students Business-
effects on place on patterns . migration from a people supposed better living standards. that has been explain the migration
human a graph. country can migrate The young and the educated are collected. conse- and human
resource affect the for usually easily accepted. When the quences of resource
develop- development of different young and the educated are 'pulled' migration on develop-
ment human reasons. then there is a brain drain on the the ment.
resources. Be willing poorer countries. Important human developing
Understand that to serve resources are thus easily lost. The countries?
persons are your strain is greater when one realises
easily attracted country. that many persons receive their basic
to the developed education and then migrate.
countries. The developed countries also attract
persons who are qualified in the
technical field. Very often the
developed world offers scholarships
to the young and educated from the
developing countries and these
persons do not return to give full
service.

14
 UNIT 5 : HEALTH AND WELL- BEING

Learning Objectives Activities/ Areas of

Materials/
Topic Skills Knowledge Understanding Attitude Content Evaluation Integration
Strategies
5:1 Language-
GOOD Compile Give Give reasons Show Personal cleanliness is an important Discussing Can Arts-
HEALTH informat- examples of why we practise apprec- factor of good health. We can avoid problems students Reading
PRAC- ion and good good personal iation for many illnesses by practising healthy related to compile a Drama -
TICES place on personal health habits. the habits . ignoring good chart on role -play.
a chart. health Discuss the practice Some good healthy habits: health good health Integrated
Physical practices. problems which of good Frequent brushing of teeth and practices. practices Science-
and Identify can arise health having a daily bath. Role-playing which can personal
emotional specific through habits. Other personal health practices are: how one can keep them hygiene
health problems negligence of regular exercise, relaxation and rest. keep one-self physically
that can personal health clean and tidy. and emotion-
habits
occur to practices. ally well?
persons Reading about
when good health
personal practices from
health New Horizons
practices are in Social
ignored. Studies Bk. 2.

5.2 Prepar- State the Explain what are Develop At the stage of adolescence some Observing Can Language
GROWTH ing biological the biological an under- important physical and emotional persons/pic- students Arts-
AND charts to differences differences standing changes take place. These changes tures and prepare a answering
DEVELOP- show the between between male of chang- may differ depending on the gender noting the chart questions.
MENT differenc- male and and female. es in the of the person. differences in showing Integrated
es female maturing their gender growth of Science-
The stage between during the adoles- makeup. themselves reproduct-
of Adoles- male and stage of cent. or family ive system.
cence female. adolescence. members?

15
 Learning Objectives Activities/ Evaluation Areas of
Materials/
Topic Skills Knowledge Understanding Attitude Content Integration
Strategies
The stage Identify the Discuss the Appre - Some physical changes in the male: Discussing in Can the Guidance
of Adoles- risks of consequences ciate the hair grows on face, under arms and small groups students and
cence teenage of teenage difficult- pubic areas. The shoulders widen, specific compare the Counselling-
(cont.) pregnancy. pregnancy. ies of this the chest deepens, and the testicles aspects of changes in sexuality.
Understand that stage. make millions of ripe sperms. physical and the male
pregnancy can Penis grows. emotional with those of
take place The whole body is more muscular development the female?
during this and there is an increase in oil and in the
stage. sweat secretion by sweat glands. adolescent.
Some physical changes in the Talk by
female: resource
Hair grows under the arms and in persons on
pubic areas, breasts grow bigger, Teenage
hips widen, there is an increase in oil Pregnancy.
and sweat secretion by the skin Emotional
glands. problems of
During this stage a healthy adolescents.
relationship with the opposite sex Biological
begins. Touching may arouse sexual differences
feelings in both male and female and between male
this may require self control. and female.
The emotional aspects of
adolescents are:
fear of looking different; the macho
and sex-pot images "touted' by
society intimidate the adolescents
and they feel that they will not be
socially accepted.

16
 Learning Objectives Activities/ Areas of
Materials/
Topic Skills Knowledge Understanding Attitude Content Strategies Evaluation Integation
5.3 Re-search List STDs Explain what is Empa- Early sexual activity can hinder the Observing Can Language
SEXUAL- informat- and for each meant by thise with development of the total well-being charts on students Arts-
LY TRANS- ion . state its sexually a person and expose one to STDs e.g.syphilis, display about make a paragraph
MITTED cause and transmitted with a gonorrhoea and genital herpes. STDs. chart which writing.
DISEASES symptom. diseases. socially Sexually transmitted diseases are Listening to gives Integrated
Identify some Give reasons for trans- diseases that are contracted through resource information Science -
Causes ways in persons mitted (contact) sexual intercourse with persons and on one physiology
and which contracting disease. someone who already has the asking STD? of the
symptoms persons can sexually Adopt a disease. questions. Can human
protect transmitted healthy The disease can also be transmitted Sharing own students body.
themselves diseases. life-style. through the careless use of surgical values with state Guidance
against Understand that needles. others in small causes, and
STDs. young people groups. symptoms Counselling-
(students ) Researching and effects sexuality.
should abstain the topic on of STDs?
from sexual at least two of Can
intercourse to these students
protect diseases. state the
themselves from ways in
STDs. which they
can
safeguard
themselves
against the
diseases?

17
 UNIT 6 : WEATHER AND CLIMATE

Learning Objectives Activities/ Evaluation Areas of

Materials
Topic Skills Knowledge Understanding Attitude Content Integration
Strategies

6.1
THE ELE-
MENTS
OF
WEATHER
AND
Identify the Appre - A table of weather symbols for the
CLIMATE Observe Understand that Listening to Can Mathe-
and note clouds at weather symbols ciate that cloud, the wind- direction and speed, students plot
weather matics-
the different and climatic data the ele- rainfall and temperature. data for a
forecasts. graphs.
differen- levels. are used to give ments Weather stations using symbols for weather
Looking at Language
ces weather are the elements and weather maps. station?
weather maps Arts-
between forecasts. compon- How various occupations are affected
and describing paragraph
the ents of by the weather changes. The
the weather writing.
clouds. . the importance of weather forecasts.
changes.
weather.
Recording,
drawing and
interpreting
weather data.

18
 Learning Objectives Content Activities/ Areas of
Topic Materials/ Evaluation Integration
Skills Knowledge Understanding Attitude Strategies
6.2 Listen to State the Give reasons Appre - The canals and drains must be Reading from Can Home
WEATHER weather ways people why people ciate that cleaned to avoid flooding. newspaper students Economics -
AND forecasts respond to respond to social The adverse effects of the floods or clippings make weather and
CLIMATIC and ask changes in changes in the and droughts on the community. about the recommen- food supply.
CHANGES quest- the weather. weather. econom - The importance of listening to the effects of dations to Language
ions on ic weather forecasts so as to be climate and families who Arts-
weather activities prepared for sudden changes in the weather on live in a poetry and
changes. of weather. communities. community writing.
families The need to heed hurricane Composing which is
can be warnings. poems on the often
disrupted The effects of hurricane on the weather flooded?
by Caribbean. phenomena.
weather The effects of Northers on Jamaica. Small group
changes. The effects of the Easterly Waves on reports on
Barbados and other islands in the how various
Caribbean. occupations
are affected
by the weather
changes.

19